Patterns and predictors of father-infant engagement across race/ethnic groups

This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms.     

The academic engagement of White and ethnic minority students in distance education

At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.     

Understanding complex ecologies: an investigation of student experiences in adventure learning programs

The GoNorth! Adventure Learning (AL) Series delivered educational programs about global climate change and sustainability from 2006 to 2010 via a hybrid-learning environment that included a curriculum designed with activities that worked in conjunction with the travels of Team GoNorth! as they dog sledded throughout the circumpolar Arctic. This study addresses a gap in the AL literature by identifying factors that lead to high levels of student engagement and reveals strategies for instructional designers and educators on how to design emotionally engaging online learning environments. A mixed methods study was conducted to explore patterns of learner engagement in relation to two AL programs: GoNorth! Fennoscandia 2008 and GoNorth! Nunavut 2009. Survey data were drawn from a total of 101 students in 2008 and 2009.     

专业技术职称评聘研究

在高校人事制度改革中,职称评聘工作是一个异常敏感的问题.利用系统分析与系统评价的理念,运用比较成熟的层次分析法建立综合评判的指标体系,最终给每个参加评聘者一个公平的综合评判结果.这不仅是高校深化改革、完善用人机制的需要,也是高等教育管理理论与实践发展的需要.     

The dynamic effect of interactivity on customer engagement behavior through tie strength: Evidence from live streaming commerce platforms

Interactivity, which is a key characteristic of the live streaming commerce environment, fosters users’ active attitudes and behaviors in communications and transactions. However, the literature on live streaming commerce, is scarce, and few studies examine how interactivity influences customers’ non-transactional behaviors from a dynamic perspective. In this setting, based on the stimulus-organism-response (S-O-R) framework, we developed a research model using real-time data to investigate the dynamic effect of interactivity on customer engagement behavior through tie strength in live streaming commerce, which is a relatively new derivative of social commerce. This study developed a text mining method to quantify constructs using a large-scale sample of 3,500,445 online review texts. Our empirical study found that interactivity has a curvilinear relationship with customer engagement behavior. Besides, tie strength plays an intermediary role between interactivity and customer engagement behavior. It was further observed that both tenure of membership and popularity have an important moderating relationship between interactivity and tie strength. The study enriches the relationship marketing theory and live streaming commerce literature. Moreover, this study is one of the first studies to use real-time online data for live streaming commerce research.     

高校研究生导师聘任制度研究——以中南财经政法大学为例

研究生指导教师(以下简称"导师")担负着培养研究生的责任,其学术水平、学术作风和工作态度直接影响着研究生的健康成长和国家高层人才培养质量。为充分发挥导师在研究生培养中的主导作用,进一步加强对导师的考核管理,优化导师队伍,提升导师对研究生的"指导质量",需引入岗位聘任制。     

大学生学习投入与知识共享的现状及其关系研究

为了解当代大学生学习投入与知识共享之间的关系,对328名大学生进行学习投入量表与知识共享量表的实证调研.研究结果表明：大学生学习投入水平与知识共享水平总体一般,学习投入与知识共享之间呈显著正相关,大学生获取知识是学习投入的有效预测变量.     

A Study on the Correlation between Second Language Learning Motivation and Formative Assessment

This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.     

利用元话语对广告标语中人称指示语的研究

很多学者对广告标语的研究颇有兴趣,有学者从应用语言学和功能语言学的角度对广告标语中的人称指示语进行了研究,但是几乎找不到从元话语的角度来研究广告标语的文章。因此,该研究尝试应用元话语理论来对广告标语中的人称指示语进行分析,所选取的510条广告标语均来自网站。对第一人称、第二人称和第三人称指示语分别进行统计,然后应用元话语中的自我提及语和涉入语来对其中的第一人称和第二人称指示语进行具体分析。研究结果发现第二人称指示语出现的频率最高,其次是第一人称指示语,而第三人称指示语出现的频率远远低于第一人称和第二人称指示语。同时,在具体语境中,包括听话人的we（inclusive）被划分为涉入语,而自我提及语的I也可能充当涉入语的作用。因此,研究认为元话语的划分离不开其所处的具体语境,这对理解和翻译含人称指示语的广告语有着重要启示。     

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.